This article examines the existing research findings in relation to the research of the factors that are presumably involved in university students' evaluations of the teaching quality they receive, possibly threatening the validity of the construct. The review is organized around the three implicated sources in the perceptive process of the student, being the student himself, the professor, and the context. The review concludes that, despite some minor effects, the factors under analysis do not represent a substantial threat to the system's validity. The unproductive debate that has gone on for decades about guarantees in the evaluation of teaching staff has largely been used to cover up the absence of a desire to institutionalize this kind of evaluation system. Resumen El presente artículo tiene como objetivo presentar una re-visión sobre los hallazgos existentes en relación a la in-vestigación de los factores supuestamente implicados en la valoración que el alumnado universitario realiza sobre la tarea docente de sus profesores, pudiendo suponer una amenaza a la validez de dicho constructo. La revisión se presenta organizada en torno a las tres fuentes implicadas en el proceso perceptivo del alumno, siendo éstas el pro-pio alumno, el profesor y el contexto. La revisión conclu-ye que, a pesar de efectos menores, los factores analizados no representan una amenaza substancial a la validez del sistema. El debate infructuoso que se ha producido duran-te décadas sobre las garantías en la valoración del personal docente ha sido usado en gran parte para encubrir la falta de deseo de institucionalizar este tipo de sistemas de evaluación.
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